An iterative, bootstrapping strategy is described in which assessment devices are evaluated on the basis of their reliabilities and validities, usefulness in the formation of nomological networks, and eventual adequacy as part of a hypothesized process mode. A study was conducted to replicate and extend previous research by the present authors and T. J. Dishion (see PA, Vol. 72:25219) and the 1st author and Dishion (in press), which was aimed at defining the process through which young boys learn to use antisocial behaviors at home and at school. The parents of 103 4th-grade boys completed a structured interview, 6 brief telephone interviews, and the Child Behavior Checklist. The boys also completed the structured interview and the phone interviews and were observed at home during 3 1-hr periods. The children’s teachers rated them on the Checklist. 14 indicators that defined the 4 latent dimensions (discipline, monitoring, coercive child, and antisocial) in the model were analyzed. According to the model, inadequate parental discipline leads to coercive child behaviors, which in turn produce antisocial acts at home and at school and further difficulties in disciplining. Parents who lack good discipline skills appear to be less aware than other parents of their children’s whereabouts and activities; these poor monitoring skills lead, in turn, to further antisocial acts.